The article describes a development project from the Department of Anthropology at the University of Copenhagen where students together with the study board, teachers and consultants co-create a digital learning course based on social constructivism thoughts for fieldwork. The fieldwork students are challenged by the fact that they are not physical present at the University for one semester of their master education because they have to generate empirical data in the field. The physical absence complicates the closeness to the department and the consequences have so far been that the students experience loneliness as well as less academic focus during their fieldwork. The article is framed within Conoles 7C learning design model and uses Salmon’s 5-step model for structuring the digital teaching. The purpose of creating a digital learning course is to establish a social and academic learning environment which minimize the felling of physical absence among the students. The article covers both the partnership term for teaching development, the learning design, as well as the creation of a digital learning platform and highlights thereby the student’s possible learning, communication and corporation in a digital environment during fieldwork. Student evaluations as well as online written communication among students from the digital platform are used for exemplification. The theoretical perspectives and the empirical data enable a conclusion which frames that the integrated options for feedback in the co-created digital learning platform support the students in both social and academic ways during their field work.